Mr. M.'s Classroom Edit display name

Past projects 17

• Diversity for a New Day

  Funded Sep 23, 2019

  Thank you so much for your generous donations. My students were thrilled when I unopened the box and pulled out these wonderful titles. After I placed them on the shelf, students lined up to eagerly inspect them and read them.

  One student read the book Martin Luther King Jr. and the March on Washington and enthusiastically showed me what he learned. He showed me his favorite pictures and recounted what he learned. Another student's favorite selection was New Shoes. He has enjoyed reading and re-reading this book.

  During Readers' Workshop, students have been working on figuring out the meaning of unknown words, inferring, and point of view. These books have been engaging and they have made it easier for students to want to practice these reading comprehension skills.”

  With gratitude,

  Mr. M.

• Engineering Hope: Engineering Aid Drop Packages

  Funded Mar 23, 2019

  Thanks again for your generous donations. We have been working through the Emergency Aid Kit STEAM activities and we have been having a great time. The lessons and activities have been engaging and fun.

  I appreciate how this program sets up a real life scenario and connects it with each

  STEAM activity. For example, they mention how emergency aid packages are sent when a country experiences a natural disaster. The packages can include food, water, and medical supplies. Students then tested 4 different packages to see their efficacy. This taught them about real life humanitarian efforts, as well as challenges in ensuring that supplies reach those in need untarnished.”

  With gratitude,

  Mr. M.

  This classroom project was brought to life by Overdeck Family Foundation and 3 other donors.

• Graphic Novels to Compel and Engage!

  Funded Dec 31, 2018

  Thanks again for your generous contributions. The graphic novels that came with my project definitely made a splash. Already, I have read 3 of them aloud to my students. These include: El Deafo, A Wrinkle in Time, and Anne Frank. My students enjoyed the stories, as well as the eye-catching pictures. I asked clarifying and probing questions as I read the texts to ensure that students were comprehending the stories.

  In addition, the other books have been read and re-read during independent reading practice. These texts have reinvigorated our classroom library!”

  With gratitude,

  Mr. M.

• 3Doodler for 3D Educational Experience!

  Funded Mar 27, 2018

  Thanks again for your kind contributions to our classroom. The 3D-Doodlers have proven to be a student favorite! They came in handy when we approached our Geometry unit. In 5th grade, polygons are a standard. Students have used the 3D-Doodlers to create polygons. It has been an engaging and informative process for them. Since they are excited to use the doodlers, they have paid close attention to follow the definitions of each polygon closely as they create them.

  When I first took out the 3D-Doodlers to charge them, they captured a lot of attention. Many students immediately asked, "What are those?" And, "Are you we going to get to use them?" I assured them that they would each get a chance to use them during our Math block.

  We started using the 3D-Doodlers with two-dimensional shapes, but next we will move on to prisms. I have attempted to do this already, and it is no easy process. However, I know that this experience will be engaging and informative for them.”

  With gratitude,

  Mr. M.

  This classroom project was brought to life by 3Doodler and 4 other donors.

• High-Interest Sports Nonfiction

  Funded Jan 9, 2018

  Thanks again for your generous contribution! My students have been checking out the books from this order continually since they arrived. They have become the most popular basket of books in the class. Many students in my class have been learning and enjoying books about their favorite teams and players. I set aside 45 minutes of individual reading every day. During this time, students select books that are at their reading level, and they practice a reading strategy or skill. For example, today students were expected to complete a Double-Bubble Map, which is when two people or objects are compared and contrasted.

  I also teach reading through Interactive Read Alouds and Shared Readings. Interactive Read Alouds are when I read a text aloud to students to model reading with expression. I only have a copy of a book during this type of reading. In addition, I model various reading comprehension strategies, such as inferring and asking questions. I also give students an opportunity to practice these strategies in pairs. I also use Shared Readings to teach reading comprehension. These are similar to Interactive Read Alouds, except students each have their own copy of the book.

  The sports books that accompany this project have reinvigorated a few students in particular. These students happen to be boys. Their interest in reading has waned a bit as the year has unfolded; however, this basket of books has recaptured their curiosity for reading. I am very grateful for these books, and so are they.”

  With gratitude,

  Mr. M.

  This classroom project was brought to life by The Clorox Company and 4 other donors.

• Health, Wellness & Teamwork

  Funded Jul 12, 2017

  Thanks again for your kind-hearted contributions to our classroom. The sports equipment has been a welcome addition to our class. We have been using the soccer balls, volleyballs, and footballs (unfortunately we have not received the basketballs yet) to play kickball, soccer, catch, and handball. Playing in these individual and team sports have helped my students to foster a sense of cooperation and teamwork. For example, the other day we were playing a game of kickball. I was so excited to see a group of students cheering on a student as he ran around the bases. Not only are students getting physical exercise, but they are also learning important life lessons.

  I wish that you could have seen the look on my students' faces when I began to open the equipment boxes. The students in my current class were also my students last school year, so they understand what it is like to not have physical education equipment. They were so excited. They wanted to drop everything they were doing and immediately go outside to use the shiny new balls.

  Over the next few weeks, we will continue to use the sports equipment to play individual and team sports. All the while, I will highlight ways to show cooperation and teamwork. Whenever I see students being good role models in these areas, I will discuss them on the field, as well as in the classroom. Conversely, if a student is putting his/her own needs above those of his/her team, it will prompt a discussion as well. I want students to build their character, in addition to their physical skills on the field.”

  With gratitude,

  Mr. M.

  This classroom project was brought to life by The Clorox Company and 3 other donors.

• Science Across the Curriculum

  Funded Mar 9, 2016

  Dear Donors,

  Thanks again for your wonderful gift. We have already put the science magazines to good use. We have read the science magazines together as a class, and students have also read them independently.

  The first day I informed the students about these magazines, it really piqued their interest. I placed them on our classroom rug and let them know that they could read them as their Readers' Workshop text. Within a minute or two, I noticed some students sitting on the rug and others sprawled out looking at the high-interest pictures, graphs, and reading the magazines. Many students cannot help but discuss the magazines with each other. These magazines have information that prompts students to have reactions to what they read, and they like to talk about it.

  I plan to continue to read the texts aloud to my students. I will continue to increase my students' knowledge on various science topics, and to use these texts to practice reading comprehension strategies, such as inferring and determining importance. In the future, I plan on introducing writing to these readings. I want to assess students' ability to respond to the information contained in these texts.”

  With gratitude,

  Mr. M.

• 6th Grade Science Books

  Funded Aug 9, 2016

  Dear Donors,

  Thanks again for this wonderful gift! The science books part of this project have already been put to good use. I have used the texts to increase my students' content knowledge of various science topics. In addition, I have used the texts to practice the reading comprehension strategies of inferring and determining importance. These strategies will help students to access the text I am reading, but even more importantly, they will help them to better understand the texts they read independently.

  We spend a big part of our day reading across the curriculum. I typically have a novel that I read aloud to the class. We discuss the text and practice reading comprehension strategies that assist us in accessing the text. I also use these science books as practice in reading non-fiction texts. During Readers' Workshop, students are given time to read independently and practice a specific skill that I have modeled. The science books as part of this project are popular choices during this time. We also read and discuss our social studies and science texts.

  Overall, I would say all of my students are enjoying the new books. I keep these science texts near our classroom rug. Students are allowed to sit on the rug and read the books. While there are a few students that are particularly fascinated by science, I would say all of the students have enjoyed reading them and learning from them. I already see the need to create another project for books, so that my students have even more book choices.”

  With gratitude,

  Mr. M.

• Full Steam Ahead For STEM

  Funded Mar 9, 2016

  Dear Donors,

  Thanks again for your generous contribution. These STEAM books have already been put to great use. Three of the reading comprehension strategies that I have used with these books include: asking questions, inferring, and identifying central ideas. Typically, I read aloud a text and model how to use a strategy. Eventually, students attempt to use the strategy with a partner, and then, on their own. During Readers' Workshop, students read books independently. These books have already proven to be popular choices!

  As I mentioned above, reading is a shared activity, as well as an independent one. I believe it is important to balance our reading time between books we read and discuss together as a class, as well as on their own. The idea is to model and practice comprehension strategies that will help students to better access texts once they read on their own.

  The books from this particular project, have been used as whole group activities. For example, I read the book aloud while projecting it on the LCD. I read the text aloud, ask questions, model strategies, and we discuss the texts as a class. In addition, students read these books on their own during our independent reading block.”

  With gratitude,

  Mr. M.